Oliver Winkler
Datos Biográficos
| ID | 3557647 |
|---|---|
| NOMBRE | Oliver Winkler |
| NOMBRES | Oliver |
| APELLIDO | Winkler |
| FIRMA | WINKLER O |
| AFILIACIONES | Martin Luther University Halle-Wittenberg |
| ORCID | 0000-0001-8431-9577 |
| VERIFICADO | Sí |
| TOTAL DE OBRAS | 10 |
| TOTAL DE CITAS | 8 |
| OBRAS COMO AUTOR | 10 |
| OBRAS COMO EDITOR | 0 |
| PRIMER AÑO DE PUBLICACIÓN | 2017 |
| AÑO MÁS RECIENTE DE PUBLICACIÓN | 2025 |
| ÍNDICE H | 2 |
The Role of Contexts in Educational and Employment Transitions and Pathways of Young People
Young people’s educational and employment pathways are shaped by the social contexts in which they are embedded. While past research has often emphasized individual characteristics, this thematic issue highlights the decisive role of contextual factors—including regional disparities, institutional arrangements, and socio‐economic structures—in influencing opportunities and transitions. Drawing on national and comparative perspectives, the contrib…
Breaking Barriers? Social Inequality in Pathways to Higher Education Between General and Vocational Schools in Germany
Pathways to higher education through vocational upper secondary schools (VUSSs) are intended to increase permeability. However, in both VUSSs and general upper secondary schools (GUSSs), participation is socially selective. This article examined differences between GUSS and VUSS students in (a) the attainment of a higher education entrance qualification (HEEQ) and (b) the subsequent transition to higher education. Taking entry selectivity into ac…
Academic achievement of refugee students at the end of primary school in Germany
To date, little is known about refugee children’s academic achievement in primary education in Germany. This study addressed this gap and examined achievement differences for refugee children compared to their peers with and without an immigrant background, as well as associated conditions at individual, family, and teacher levels. We analysed data from the “IQB Trends in Student Achievement 2021”. Multilevel analyses indicated that refugee child…
Institutional conditions and acquisition of language skills among young refugees
For young refugees of school age, the acquisition of language skills in the main language of the host country is linked to their educational integration. Opportunities to learn the destination language are structured by legislative and regulatory frameworks established in the host country, especially in the domains of education and asylum policy. In our study we investigate the German case and test if (1) shorter waiting times of school enrolment…
Mathematisch-naturwissenschaftliche Kompetenzen zugewanderter Heranwachsender mit und ohne Fluchtbiografie
Der Beitrag untersucht 1) den Zusammenhang zwischen der sozioökonomischen und ethno-lingualen Schulklassenkomposition und den Kompetenzen in Mathematik und den Naturwissenschaften von zugewanderten Jugendlichen und 2), ob Unterschiede in der sozialen Zusammensetzung der Schulklassen von Schülerinnen und Schülern mit und ohne Fluchtbiografie zu deren ungleichen Kompetenzständen beitragen. Mehrebenenanalysen mit Daten des IQB-Bildungstrends 2018 de…
Place of Residence Does Matter for Educational Integration
For the mostly young refugees who arrived in Germany around 2015/2016, completing vocational education and training (VET) represents the most promising opportunity for professional and social integration. However, access opportunities to VET are characterized by spatial inequalities: German districts vary considerably according to labour market structure, economic productivity and demographic development, which constitute the supply and demand fo…
Educational Policies Matter
This article investigates the educational participation of refugee adolescents in Germany as a main European destination country of refugee migration. Opportunities and restrictions for school participation vary not only across countries-, but in the case of the Federal Republic of Germany, also within countries. The influence of different regional educational policies on refugees' educational participation and the extent to which they limit or e…
Warum gibt es in Ostdeutschland weniger einwanderungsbezogene Bildungsungleichheit? Bedingungen der Bildungsbeteiligung und Lesekompetenz von Heranwachsenden mit Einwanderungsgeschichte in Ost- und We…
Wir untersuchen mit Daten der IQB-Ländervergleiche und Bildungstrends 2008/2009, 2012 und 2015, ob (1.) Disparitäten in der Bildungsbeteiligung und Lesekompetenz von Lernenden aus eingewanderten und nicht eingewanderten Familien in Ostdeutschland geringer ausgeprägt sind als in Westdeutschland und (2.) ob die geringere einwanderungsbezogene Bildungsungleichheit in Ostdeutschland auf geringere Unterschiede in (a) der sozialen Herkunft, (b) der soz…
Degrees of ‘eliteness’ in higher education systems
Education systems worldwide differ in their degree of eliteness. They range from being non‐elitist with dominant patterns of horizontal differentiation (e.g., Germany) to being strongly elitist and having established elite education sectors (e.g., France). Quantitatively, it remains relatively unclear how the eliteness of education systems can be assessed and evaluated. We identify several theoretical mechanisms that are assumed to increase or de…
Aufstiege und Abstiege im Bildungsverlauf
Place of Residence Does Matter for Educational Integration
For the mostly young refugees who arrived in Germany around 2015/2016, completing vocational education and training (VET) represents the most promising opportunity for professional and social integration. However, access opportunities to VET are characterized by spatial inequalities: German districts vary considerably according to labour market structure, economic productivity and demographic development, which constitute the supply and demand fo…
Educational Policies Matter
This article investigates the educational participation of refugee adolescents in Germany as a main European destination country of refugee migration. Opportunities and restrictions for school participation vary not only across countries-, but in the case of the Federal Republic of Germany, also within countries. The influence of different regional educational policies on refugees' educational participation and the extent to which they limit or e…
Warum gibt es in Ostdeutschland weniger einwanderungsbezogene Bildungsungleichheit? Bedingungen der Bildungsbeteiligung und Lesekompetenz von Heranwachsenden mit Einwanderungsgeschichte in Ost- und We…
Wir untersuchen mit Daten der IQB-Ländervergleiche und Bildungstrends 2008/2009, 2012 und 2015, ob (1.) Disparitäten in der Bildungsbeteiligung und Lesekompetenz von Lernenden aus eingewanderten und nicht eingewanderten Familien in Ostdeutschland geringer ausgeprägt sind als in Westdeutschland und (2.) ob die geringere einwanderungsbezogene Bildungsungleichheit in Ostdeutschland auf geringere Unterschiede in (a) der sozialen Herkunft, (b) der soz…
Aufstiege und Abstiege im Bildungsverlauf
Degrees of ‘eliteness’ in higher education systems
Education systems worldwide differ in their degree of eliteness. They range from being non‐elitist with dominant patterns of horizontal differentiation (e.g., Germany) to being strongly elitist and having established elite education sectors (e.g., France). Quantitatively, it remains relatively unclear how the eliteness of education systems can be assessed and evaluated. We identify several theoretical mechanisms that are assumed to increase or de…
Educational Policies Matter
This article investigates the educational participation of refugee adolescents in Germany as a main European destination country of refugee migration. Opportunities and restrictions for school participation vary not only across countries-, but in the case of the Federal Republic of Germany, also within countries. The influence of different regional educational policies on refugees' educational participation and the extent to which they limit or e…
Warum gibt es in Ostdeutschland weniger einwanderungsbezogene Bildungsungleichheit? Bedingungen der Bildungsbeteiligung und Lesekompetenz von Heranwachsenden mit Einwanderungsgeschichte in Ost- und We…
Wir untersuchen mit Daten der IQB-Ländervergleiche und Bildungstrends 2008/2009, 2012 und 2015, ob (1.) Disparitäten in der Bildungsbeteiligung und Lesekompetenz von Lernenden aus eingewanderten und nicht eingewanderten Familien in Ostdeutschland geringer ausgeprägt sind als in Westdeutschland und (2.) ob die geringere einwanderungsbezogene Bildungsungleichheit in Ostdeutschland auf geringere Unterschiede in (a) der sozialen Herkunft, (b) der soz…
Place of Residence Does Matter for Educational Integration
For the mostly young refugees who arrived in Germany around 2015/2016, completing vocational education and training (VET) represents the most promising opportunity for professional and social integration. However, access opportunities to VET are characterized by spatial inequalities: German districts vary considerably according to labour market structure, economic productivity and demographic development, which constitute the supply and demand fo…
Mathematisch-naturwissenschaftliche Kompetenzen zugewanderter Heranwachsender mit und ohne Fluchtbiografie
Der Beitrag untersucht 1) den Zusammenhang zwischen der sozioökonomischen und ethno-lingualen Schulklassenkomposition und den Kompetenzen in Mathematik und den Naturwissenschaften von zugewanderten Jugendlichen und 2), ob Unterschiede in der sozialen Zusammensetzung der Schulklassen von Schülerinnen und Schülern mit und ohne Fluchtbiografie zu deren ungleichen Kompetenzständen beitragen. Mehrebenenanalysen mit Daten des IQB-Bildungstrends 2018 de…
The Role of Contexts in Educational and Employment Transitions and Pathways of Young People
Young people’s educational and employment pathways are shaped by the social contexts in which they are embedded. While past research has often emphasized individual characteristics, this thematic issue highlights the decisive role of contextual factors—including regional disparities, institutional arrangements, and socio‐economic structures—in influencing opportunities and transitions. Drawing on national and comparative perspectives, the contrib…
Breaking Barriers? Social Inequality in Pathways to Higher Education Between General and Vocational Schools in Germany
Pathways to higher education through vocational upper secondary schools (VUSSs) are intended to increase permeability. However, in both VUSSs and general upper secondary schools (GUSSs), participation is socially selective. This article examined differences between GUSS and VUSS students in (a) the attainment of a higher education entrance qualification (HEEQ) and (b) the subsequent transition to higher education. Taking entry selectivity into ac…
Academic achievement of refugee students at the end of primary school in Germany
To date, little is known about refugee children’s academic achievement in primary education in Germany. This study addressed this gap and examined achievement differences for refugee children compared to their peers with and without an immigrant background, as well as associated conditions at individual, family, and teacher levels. We analysed data from the “IQB Trends in Student Achievement 2021”. Multilevel analyses indicated that refugee child…
Institutional conditions and acquisition of language skills among young refugees
For young refugees of school age, the acquisition of language skills in the main language of the host country is linked to their educational integration. Opportunities to learn the destination language are structured by legislative and regulatory frameworks established in the host country, especially in the domains of education and asylum policy. In our study we investigate the German case and test if (1) shorter waiting times of school enrolment…
Political science (9 obras) · Sociology (5 obras) · Demographic economics (4 obras) · Economics (4 obras) · Education and experiences of immigrants and refugees (4 obras) · Refugee (4 obras) · Economic growth (3 obras) · German (3 obras) · Humanities (3 obras) · Inequality (3 obras)